Citation for book (In APA style) b. Summary of book's argument taken as best you can from the introduction.c. Brief description of author's background.d. Description of the scope your reading, e.g. what chapters, (with titles) you plan to read. How was your decision about what to read influenced by your goals concerning the book?e. How do you see the knowledge gained from your portion of the book contributing to the class's understanding of schools, teaching, and/or school reform?
Why School? Reclaiming Education for All of US
By Mike Rose
(The New Press, 2009)
The introduction starts with a story about Anthony, a man in his late thirties. Anthony had some degree of brain damage, could barely read or write, but by listening to current affair shows on FM radio, and watching public television, became as the author states, an informed articulate guy. Anthony was enrolled in a basic skills program and the author states how Anthony is using this opportunity to better himself not just economically, but to better guide his family, be more aware of the events around him, to supplement his visual and audio learning with reading, etc.
This example is all that is good about educational programs, how they can change lives and benefit society in ways that cannot always be measured.
The author makes the point that opportunity is determined by public attitudes and public policy. On page 7 the author states” The kinds of opportunity we make are profoundly affected by what we think education is for, by our beliefs about intelligence, and by the way we conceive of public responsibility”.
Anyone that looks at their educational experience from elementary school on can list certain individuals such as teachers ,coaches, and other educational professionals that have opened the door of educational opportunity, this cannot be measured by a high stakes test or curriculum change.
In Why School , the author presents the thesis the education is the creation of opportunity and if done well requires a great deal of effort and courage from the person seizing the opportunity The book I believe will speak on how a culture can be created to make this effort worthwhile, an how making people aware of why school is a great place to showcase opportunity to shape sensible public policy.
Mike Rose according to Wikipedia is a nationally recognized American education scholar and is noted for his significant contribution to the study of literacy of working class America.
Mr. Rose is a professor in the UCLA Graduate School of Education and has been teaching since the age of 24 with experience from kindergarten to adult literacy programs.
I hope to read the entire book, but I will focus on: Chapters 3 No Child Left Behind and the spirit of Democratic Education, Chapter 4 Business Goes to School, and Chapter 5 Politics and Knowledge.
As a teacher I have seen many changes from 1975 to present. I have also seen changes recycled. But In my humble opinion , present policies starting with No Child Left Behind has single handily destroyed urban public education, and has created a cottage industry of testing companies, educational consultants, and test prep materials that are counter intuitive to the goal of public education being societies great equalizer.
I hope after reading these chapters and following them up with some background research, it will help me understand how to constructively help change policy to allow our schools to accomplish the mission of providing opportunity and the creation of a culture that will excite the participants.
During my presentation I hope I can refer to my experience as a classroom teacher to explain to the class the value of a comprehensive school. No Child Left Behind has narrowed, not expanded educational opportunities. While literacy in the core subjects is vital to further one’s education, a school is populated with highly competent college educated professionals, given to their own devices most schools can serve their cliental. Even in an urban setting the student population in each school may be different, teachers, and administrators must work together to make their school work. This may mean different approaches while offering similar opportunities while offering many of the activities that can complete the experience such as music, art, theater, sports, special interest clubs, field trips, ECT. Many of these activities which can foster literacy have become victims of current educational policy.
In Providence it is believed that virtual education is the future, while stating that a classroom teacher is the single most important factor in a child’s education how this makes any sense is beyond my pay grade.
Mike Rose is a nationally recognized American education scholar and is noted for his significant contribution to the study of literacy and for his insights into the struggles of working-class America. Wikipedia
: Mike Rose Published by The New Press ISBN 1595584676
In Mike Rose’s blog he describes why he wrote the book: Why I Wrote "Why School?" We hear so much about education these days – test scores, reform battles – but little that we hear gets to the heart of why education matters. That’s why I wrote Why School?, to get us to think about why we send kids to school and often return to school ourselves. Along the way, I hope readers reflect on what made a difference in their own education. Education turned my life around – saved it, really – and I’ve taught for close to forty years, so this issue of the purpose of education is close to me, both professionally and personally. It gets me to the writing desk in the middle of the night and throughout the day colors the way I view the world. I’ve had the good fortune teach in a wide range of settings: kindergarten, graduate seminars, job-training programs, a program for Vietnam veterans, tutoring centers, an after school literacy club for failing students. I’ve visited good schools and bad, have seen teaching that is mediocre and teaching so skillful and fluid that it makes your jaw drop.
As an educator, this writer is interested in the impact that government, business, and politics have on public education. Chapter 3 No Child Left Behindand the Spirit of Democratic Education chapter 4 Business goes to school and chapter 5 Politics and Knowledge were chosen to broaden this writer’s understanding of these issues and their role in shaping modern public Education.
Chapter 3 No Child Left Behind and the Spirit of Democratic Education: The Federal No Child Left Behind act of 2001, The No Child Left Behind Act of 2001 (NCLB) is a United StatesAct of Congress that is a reauthorization of theElementary and Secondary Education Act, which includedTitle I, the government's flagship aid program for disadvantaged students. NCLB supports standards based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, States must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each individual state develops their own standards. NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.Wikipedia
One of the lessons this writer will take away from Education 503 is that many times throughout history reforms may have unintended consequences. The author speaks to these in chapter 3. Historically, the author states that education has been a state affair. NCLB requires that each state develop their own testing program in math and English language arts and by 2014 all students will develop grade level proficiency. Furthermore, the law requires that states have to report at the school level, along with a number of student criteria.
The author notes the value in casting a light on the underserved student population with the assumption that if schools expect more of their students they will achieve. And the fact that in order for this achievement to take place, there must be equity with high performing schools.The author agrees that these aspects of the law are democratic. The problems arise in the developing, administering, scoring, and interpreting of these tests. The question many experts in the field is what can finally be ducted from these scores. The second related issue is the author from his experience as a teacher knows that knowledge can be expressed in multiple ways, so if only one type of test dominates, it will change the curriculum which has been the case with NCLB across the country. Examples are given to illustrate how this law does not address the population it was intended to improve. It is noted that there are a number of poor children that achieve mightily, but their stories are never simple. One cannot dismiss the devastating effects of poverty on a child’s life in school
While NCLB raises important questions about equity and expectations, but as the author states : that unless a testing program is part of a larger effort that includes other student compensatory and professional development efforts and social programs aimed at vulnerable populations, we get a focus on scores.
Chapter 4 Business Goes to School:
American business has always been a major player in contemporary school reform, the motivation is as the author states, straightforward: to urge the preparation of a skilled work force. Schools need money and resources and they can be provided by these relationships. Skepticism abounds, some business may have direct financial interest in educational matters such as textbooks, supplier of goods and services, test development, and classroom advertisements. Because these donations are tax deductable, it may also divert money from the public funds.
The author notes that business look at teaching and learning as a management problem, and by adopting the notion that a school should be run as a business and that will change the problems with education, due to the complexities of running a school., especially in high poverty areas, this approach has not been successful, and in many cases detrimental
On the top of page 61,.the opening sentences: The hope of a better life has traditionally driven achievement in American schools. When children are raised in communities where economic opportunity has dramatically narrowed, where he future is bleak, their perception of and engagement with school will be negatively affected. If business is going to help inner-city schools and depressed rural schools, understanding school failure in a socioeconomic context is paramount. The author speaks about business have little broad based economic support and growth in these areas and has been replaced with selective philanthropy.
In the opinion of this writer the chapter focused on the real issues regarding the relationship between the public schools and the business community. The issue of economic development as well as integrity are missing in our poorest areas which have a far reaching effect on the success of our public schools in these areas.
Chapter 5 Politics and Knowledge
In chapter 5 the way knowledge and being knowledgeable gets defined in the political moment. To be an educated nation, There has always been a conflict between practical life, experience, and common sense versus schooling, book learning, and intellectual pursuits. The author elaborates how this conflict can and has divided the United States. He starts with the lessons learned from the 2008 Presidential campaign. At times it like a contest between the educated and the working class. He gives the rise of Sarah Palin as an example of the city versus the rural conflict.
While chapter is short in length it makes the point that this political divide, this dismissal of knowledge has a great impact on how one views and supports education. He cites Thomas Edison from , the book The Smartest Guy in the Room as saying “Growing up in a poor family I experienced and looked on as others suffered indignities from professional people. And to this day I feel in some academic settings: the speech, the posturing, the retreat into pedantry” But that did not stop Edison from gaining the knowledge necessary to become one of the greatest inventors of our time. The chapter ends with the quote: “ Think of what it would mean foe our civic life (and life in schools) to affirm the bedrock value of knowledge- many kinds of knowledge, machinist’s to pediatrician’s-to affirm the wide range of ways people gain and apply knowledge, solve problems, think their way through their daily lives”
- Citation for book (In APA style) b. Summary of book's argument taken as best you can from the introduction.c. Brief description of author's background.d. Description of the scope your reading, e.g. what chapters, (with titles) you plan to read. How was your decision about what to read influenced by your goals concerning the book?e. How do you see the knowledge gained from your portion of the book contributing to the class's understanding of schools, teaching, and/or school reform?
Why School? Reclaiming Education for All of USBy Mike Rose
(The New Press, 2009)
The introduction starts with a story about Anthony, a man in his late thirties. Anthony had some degree of brain damage, could barely read or write, but by listening to current affair shows on FM radio, and watching public television, became as the author states, an informed articulate guy. Anthony was enrolled in a basic skills program and the author states how Anthony is using this opportunity to better himself not just economically, but to better guide his family, be more aware of the events around him, to supplement his visual and audio learning with reading, etc.
This example is all that is good about educational programs, how they can change lives and benefit society in ways that cannot always be measured.
The author makes the point that opportunity is determined by public attitudes and public policy. On page 7 the author states” The kinds of opportunity we make are profoundly affected by what we think education is for, by our beliefs about intelligence, and by the way we conceive of public responsibility”.
Anyone that looks at their educational experience from elementary school on can list certain individuals such as teachers ,coaches, and other educational professionals that have opened the door of educational opportunity, this cannot be measured by a high stakes test or curriculum change.
In Why School , the author presents the thesis the education is the creation of opportunity and if done well requires a great deal of effort and courage from the person seizing the opportunity The book I believe will speak on how a culture can be created to make this effort worthwhile, an how making people aware of why school is a great place to showcase opportunity to shape sensible public policy.
Mike Rose according to Wikipedia is a nationally recognized American education scholar and is noted for his significant contribution to the study of literacy of working class America.
Mr. Rose is a professor in the UCLA Graduate School of Education and has been teaching since the age of 24 with experience from kindergarten to adult literacy programs.
I hope to read the entire book, but I will focus on: Chapters 3 No Child Left Behind and the spirit of Democratic Education, Chapter 4 Business Goes to School, and Chapter 5 Politics and Knowledge.
As a teacher I have seen many changes from 1975 to present. I have also seen changes recycled. But In my humble opinion , present policies starting with No Child Left Behind has single handily destroyed urban public education, and has created a cottage industry of testing companies, educational consultants, and test prep materials that are counter intuitive to the goal of public education being societies great equalizer.
I hope after reading these chapters and following them up with some background research, it will help me understand how to constructively help change policy to allow our schools to accomplish the mission of providing opportunity and the creation of a culture that will excite the participants.
During my presentation I hope I can refer to my experience as a classroom teacher to explain to the class the value of a comprehensive school. No Child Left Behind has narrowed, not expanded educational opportunities. While literacy in the core subjects is vital to further one’s education, a school is populated with highly competent college educated professionals, given to their own devices most schools can serve their cliental. Even in an urban setting the student population in each school may be different, teachers, and administrators must work together to make their school work. This may mean different approaches while offering similar opportunities while offering many of the activities that can complete the experience such as music, art, theater, sports, special interest clubs, field trips, ECT. Many of these activities which can foster literacy have become victims of current educational policy.
In Providence it is believed that virtual education is the future, while stating that a classroom teacher is the single most important factor in a child’s education how this makes any sense is beyond my pay grade.
**Education**: University of California, Los Angeles, Loyola Marymount University
: Mike Rose
Published by The New Press
ISBN 1595584676
In Mike Rose’s blog he describes why he wrote the book:
Why I Wrote "Why School?"
We hear so much about education these days – test scores, reform battles – but little that we hear gets to the heart of why education matters. That’s why I wrote Why School?, to get us to think about why we send kids to school and often return to school ourselves. Along the way, I hope readers reflect on what made a difference in their own education.
Education turned my life around – saved it, really – and I’ve taught for close to forty years, so this issue of the purpose of education is close to me, both professionally and personally. It gets me to the writing desk in the middle of the night and throughout the day colors the way I view the world.
I’ve had the good fortune teach in a wide range of settings: kindergarten, graduate seminars, job-training programs, a program for Vietnam veterans, tutoring centers, an after school literacy club for failing students. I’ve visited good schools and bad, have seen teaching that is mediocre and teaching so skillful and fluid that it makes your jaw drop.
As an educator, this writer is interested in the impact that government, business, and politics have on public education. Chapter 3 No Child Left Behind and the Spirit of Democratic Education chapter 4 Business goes to school and chapter 5 Politics and Knowledge were chosen to broaden this writer’s understanding of these issues and their role in shaping modern public Education.
Chapter 3 No Child Left Behind and the Spirit of Democratic Education:
The Federal No Child Left Behind act of 2001, The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students. NCLB supports standards based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, States must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each individual state develops their own standards. NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.Wikipedia
One of the lessons this writer will take away from Education 503 is that many times throughout history reforms may have unintended consequences. The author speaks to these in chapter 3.
Historically, the author states that education has been a state affair. NCLB requires that each state develop their own testing program in math and English language arts and by 2014 all students will develop grade level proficiency. Furthermore, the law requires that states have to report at the school level, along with a number of student criteria.
The author notes the value in casting a light on the underserved student population with the assumption that if schools expect more of their students they will achieve. And the fact that in order for this achievement to take place, there must be equity with high performing schools.The author agrees that these aspects of the law are democratic.
The problems arise in the developing, administering, scoring, and interpreting of these tests. The question many experts in the field is what can finally be ducted from these scores.
The second related issue is the author from his experience as a teacher knows that knowledge can be expressed in multiple ways, so if only one type of test dominates, it will change the curriculum which has been the case with NCLB across the country. Examples are given to illustrate how this law does not address the population it was intended to improve. It is noted that there are a number of poor children that achieve mightily, but their stories are never simple. One cannot dismiss the devastating effects of poverty on a child’s life in school
While NCLB raises important questions about equity and expectations, but as the author states : that unless a testing program is part of a larger effort that includes other student compensatory and professional development efforts and social programs aimed at vulnerable populations, we get a focus on scores.
Chapter 4 Business Goes to School:
American business has always been a major player in contemporary school reform, the motivation is as the author states, straightforward: to urge the preparation of a skilled work force.
Schools need money and resources and they can be provided by these relationships.
Skepticism abounds, some business may have direct financial interest in educational matters such as textbooks, supplier of goods and services, test development, and classroom advertisements. Because these donations are tax deductable, it may also divert money from the public funds.
The author notes that business look at teaching and learning as a management problem, and by adopting the notion that a school should be run as a business and that will change the problems with education, due to the complexities of running a school., especially in high poverty areas, this approach has not been successful, and in many cases detrimental
On the top of page 61,.the opening sentences: The hope of a better life has traditionally driven achievement in American schools. When children are raised in communities where economic opportunity has dramatically narrowed, where he future is bleak, their perception of and engagement with school will be negatively affected. If business is going to help inner-city schools and depressed rural schools, understanding school failure in a socioeconomic context is paramount. The author speaks about business have little broad based economic support and growth in these areas and has been replaced with selective philanthropy.
In the opinion of this writer the chapter focused on the real issues regarding the relationship between the public schools and the business community. The issue of economic development as well as integrity are missing in our poorest areas which have a far reaching effect on the success of our public schools in these areas.
Chapter 5 Politics and Knowledge
In chapter 5 the way knowledge and being knowledgeable gets defined in the political moment.
To be an educated nation, There has always been a conflict between practical life, experience, and common sense versus schooling, book learning, and intellectual pursuits.
The author elaborates how this conflict can and has divided the United States. He starts with the lessons learned from the 2008 Presidential campaign. At times it like a contest between the educated and the working class. He gives the rise of Sarah Palin as an example of the city versus the rural conflict.
While chapter is short in length it makes the point that this political divide, this dismissal of knowledge has a great impact on how one views and supports education. He cites Thomas Edison from , the book The Smartest Guy in the Room as saying “Growing up in a poor family I experienced and looked on as others suffered indignities from professional people. And to this day I feel in some academic settings: the speech, the posturing, the retreat into pedantry”
But that did not stop Edison from gaining the knowledge necessary to become one of the greatest inventors of our time.
The chapter ends with the quote: “ Think of what it would mean foe our civic life (and life in schools) to affirm the bedrock value of knowledge- many kinds of knowledge, machinist’s to pediatrician’s-to affirm the wide range of ways people gain and apply knowledge, solve problems, think their way through their daily lives”
.